University English Graduates’ Gender Differences In Displaying Phonetic Abilities Within Pronunciation Classes In Mostaganem, Algeria

Abstract

Revealing gender differences in various disciplines is a growing phenomenon. Attention is gradually drawn towards gender differences in acquiring English pronunciation by non-natives within pronunciation classes. However, one gender being superior in phonetic coding is rarely investigated. This study aims at exposing which factors distinguish male/female learners’ oral capacities. Such components may or may not assist male/female learners in developing their articulation, as sharpened phonetic capacities may enhance either gender’s speaking skills. A mixed-method approach was opted for to analyse collected data quantitatively and qualitatively. Findings confirm some superiority in phonetic coding fluctuating between male and female EFL graduates. Males were better at reading symbols, made fewer misspellings when decoding transcription, displayed confidence and pronounced correctly. Moreover, males committed more errors in transcription. Conversely, females were moderate and attentive transcribers; but they made more mispronunciations and misspellings, took risks, were hasty in replying and were tripped by non-phonetic English spelling.